American Indian Culture and Research Journal

What would the impact be on Indigenous practitioners’ viewpoints if they had access to resources pertinent to Indigenous education and make the information they learn from these resources relevant to their community? How can a teacher push through problematic rhetoric and obstacles when committing to Indigenous youth’s education? This article presents these questions, showing how a group of Eastern Shoshone and Northern Arapaho educators dialogued about education and teaching. When these educators dedicated time to discuss Indigenous education resources, they were able to lean toward in community-based inquiry and dream about curriculum that centered Eastern Shoshone and Northern Arapaho beliefs.